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This chapter will have reference to the one-room rural school as it has existed in the past and as it still exists in many places; it will also discuss the rural school as it ought to be. It is assumed that, although consolidation is spreading rapidly, the one-room rural school as an institution will continue to exist for an indefinite time. Under favorable conditions it probably should continue to exist; for, as we shall see, it has many excellent features which are real advantages.

The Building.—The old-fashioned country schoolhouse was in many respects a pitiable object. The "little red schoolhouse" in story and song has been the object of much praise. As an ideal creation it may be deserving of admiration, but this cannot be asserted of it as a reality. The common type was an ordinary box-shaped building without architecture, without a plan, and, as a rule, without care or repair. Frequently it stood for years without being repainted, and in the midst of chaotic and ill-cared-for surroundings. The contract for building it was usually awarded to some carpenter who was also given carte blanche to do as he pleased in regard to its construction, the only provision being that he keep within the amount of money allowed—probably eight hundred or a thousand dollars. The usual result was the plainest kind of building, without conveniences of any kind. If a blackboard were provided in the specifications (which were often oral rather than written), it was perhaps placed in such a position as to be useless. In the course of my experience as county superintendent of schools, I once visited a rural school in which the blackboard began at the height of a man's head and extended to the ceiling, the carpenter probably thinking that its one purpose was to display permanently the teacher's program.

No System of Ventilation.—No system of ventilation was provided in former days, and in some schoolhouses such is the condition to-day. Nevertheless, within the past fifteen years, there has been a gratifying improvement in this direction. It used to be necessary to secure fresh air, if at all, by opening windows. In some sections, where the climate is mild, this is the best method of ventilation; but certainly, in northern latitudes where the winters are long and cold, some system of forced or automatic ventilation should be provided. It may not be amiss to assert that it would be an excellent plan to decide first upon a good system of ventilation and then to build the schoolhouse around it. Without involving great expense there are simple systems of ventilation and heating combined which are very efficient for such houses. In former times, and in some places even yet, the usual method of heating was by an unjacketed stove which made the pupils who sat nearest it uncomfortably warm, while those in the farther corners were shivering with cold. With new systems of ventilation there is an insulating jacket which equalizes the temperature of the room by heating the fresh air and distributing it evenly.

It is strange how slowly people change their habits and even their opinions. Many are ignorant of the fact that in an unventilated schoolroom each child is breathing over and over again an atmosphere vitiated by the air exhaled from the lungs of every child in the room. The fact that twenty to forty pupils are often housed in poorly-ventilated schools accounts for much sickness and disease among country children. Whatever it is that makes air "fresh," and healthful, that factor is not found under the conditions described. Changes in the temperature and movement of the air are, no doubt, important in securing a healthful physiological reaction, but air contaminated and befouled by bodies and lungs has stupefying effects which cannot be ignored. Frequent change of air is essential.

The Surroundings.—The typical country schoolhouse, as it existed in the past, and as it frequently exists to-day, has not sufficient land to form a good yard and a playground appropriate for its needs. The farmer who sold or donated the small tract of land often plows almost to the very foundation walls. There are usually no trees near by to afford shelter or to give the place a homelike and attractive appearance. Some trees may have been planted, but owing to neglect they have all died out, and nothing remains but a few dead and unsightly trunks. There is usually no fence around the school yard, and the outbuildings are frequently a disgrace, if not a positive menace to the children's morals. If a choice had to be made it would be better to allow children to grow up in their native liberty and wildness without a school "education" than to have them subjected to mental and moral degradation by the vicious suggestions received in some of these places. Weak teachers have a false modesty in regard to such conditions and school boards are often thoughtless or negligent.

The Interior.—Within the building there is frequently no adequate equipment in the way of apparatus, supplementary reading, or reference books of any kind. There are no decorations on the walls except such as are put there by mischievous children. The whole situation both inside and out brings upon one a feeling of desolation. Men and women who live in reasonably comfortable homes near by allow the school home of their precious children to remain for years unattractive and uninspiring in every particular. Again this is the result of ignorance, thoughtlessness, or negligence—a negligence that comes alarmingly close to guilt.

Small, Dead School.—In many a lone rural schoolhouse may be found ten to twenty small children; and behind the desk a teacher holding only a second or third grade elementary or county certificate. The whole institution is rather tame and weak, if not dead; it is anything but stimulating (and if education means anything it means stimulation). It is this kind of situation which has led in recent years to a discussion of the rural school as one of the problems most urgently demanding the attention of society.

That Picture and This.—Let us now consider, after looking upon that picture, what the situation ought to be. In the first place, there should be a large school ground, or yard—not less than two acres. The schoolhouse should be properly located in this tract. The ground as a whole should be platted by a landscape architect, or at least by a person of experience and taste. Trees of various kinds should be planted in appropriate places, and groups of shrubbery should help to form an attractive setting. The school grounds should have a serviceable fence and gate and there should be a playground and a school garden.

Architecture of Building.—No school building should be erected that has not first been planned or passed upon by an architect; this is now required by law in some states. A building with handsome appearance and with appropriate appointments is but a trifle, if any, more costly than one that has none. Art of all kinds is a valuable factor in the education of children and of people generally; and a building, beautiful in construction, is no exception to the rule. Every person is educated by what impresses him. It is only within the last few years that much attention has been given to the necessity of special architecture in schoolhouses.

Men of intelligence sometimes draw up their own plans for a building and then, having become enamored of them, proceed to construct a residence or a schoolhouse along those lines. If they had shown their plans to an architect of experience he would probably have pointed out numerous defects which would have been admitted as soon as observed. Neither the individual nor the district school boards can afford, in justice to themselves and the community they represent, to ignore the wide and varied knowledge of the expert.

Get Expert Opinion.—Expert opinion should govern in the matter of heating and ventilating, in the kind of seating, in the arrangement of blackboards, in the decorations, and in all such technical and professional matters. Every rural school should have a carefully selected library, suited to its needs, including a sufficient number of reference books. The pupils should have textbooks without delay so that no time may be wasted in getting started after the opening of school. The walls should be adorned with a few appropriate and beautiful pictures.

Other Surroundings.—On this school ground there should be a shop of some kind. The resourceful teacher would find a hundred uses for some such center of work. The closets should be so placed and so devised as to be easily supervised. This would prevent them from being moral plague spots, as is too often the case, as we have already said. There should be stables for sheltering horses, if the school is, as it should be, a social center for the community. There should be a flagpole in front of the schoolhouse, from the top of which the stars and stripes should be often unfurled to the breeze.

Number of Pupils.—In this architecturally attractive building, amid beautiful surroundings both inside and out, there should be, in order to have a good rural school, not less than eighteen or twenty pupils. Where there are fewer the school should be consolidated with a neighboring school. Twenty pupils would give an assurance of educational and social life, instead of the dead monotony which often prevails in the smaller rural school. There should be, during the year, at least eight, and preferably nine, months of school work.

It Will Not Teach Alone.—But with all of these conditions the school may still be far from effective. All the material equipment—the total environment of the pupils, both inside and outside the building—may be excellent, and still we may fail to find there a good school. Garfield said of his old teacher that Mark Hopkins on one end of a log and a pupil on the other made the best kind of college. This indicates an essential factor other than the physical equipment.

I remember being once in a store when a man who had bought a saw a few days previously returned it in a wrathful mood. He was angry through and through and declared that the saw was utterly worthless. He had brought it back to reclaim his money. The merchant had a rich vein of humor in his nature and he listened smilingly to the outburst of angry language. Then he merely took the saw, opened his till and handed the man his money, quietly asking, with a twinkle in his eyes for those standing around, "Wouldn't it saw alone?"

Now, we may have a fine school ground, or site, with a variety of beautiful trees and clumps of shrubbery; we may have a playground and a school garden; we may have it all splendidly fenced; the schoolhouse may have an artistic appearance and may be kept in excellent repair; it may be well furnished inside with blackboards, seats, library, reference books, good textbooks, and all else that is needed; it may be beautifully decorated; it may have twenty or even more pupils, and yet we may not have a good school. It will not "saw alone"; the one indispensable factor may still be lacking.

The Teacher.—"As is the teacher, so is the school." Mark Hopkins on the end of a log made a good college, compared with the situation where the building is good and the teacher poor. The teacher is like the mainspring in a watch. Without a good teacher there can be no good school. Live teacher, live school; dead teacher, dead school. The teacher and the school must be the center of life, of thought, and of conversation, in a good way, in the neighborhood. The teacher is the soul of the school; the other things constitute its body. What shall it profit a community to have a great building and lack a good teacher?

If we were obliged to choose between a good teacher and poor material conditions and environment on the one hand, and excellent material conditions and environment and a poor teacher on the other, we should certainly not hesitate in our choice.

A Good Rural School.—Now, if we suppose a really good teacher under the good conditions described above, we shall have a good rural school. There is usually better individual work done in such a school than is possible in a large system of graded schools in a city. In such a school there is more single-mindedness on the part of pupils and teacher. These pupils bring to such a school unspoiled minds, minds not weakened by the attractions and distractions, both day and night, of city life. In such a school the essentials of a good education are, as a rule, more often emphasized than in the city. There is probably a truer perspective of values. Things of the first magnitude are distinguished from things of the second, fifth, or tenth magnitude. This inability to distinguish magnitudes is one of the banes of common school education everywhere—so many things are appraised at the same value.

The Problem.—We have tried in this discussion to put before the reader a fairly accurate picture, on the one hand, of the undesirable conditions which have too often prevailed, and, on the other, of a rural school which would be an excellent place in which to receive one's elementary education. The reader is asked to "look here, upon this picture, and on this." The transition from the one to the other is one of the great problems of rural life and of the rural school. Consolidation of schools, which we shall discuss more at length in a later chapter, will help to solve the problem of the rural school, and we give it our hearty indorsement. It is the best plan we know of where the conditions are favorable; but it is probable that the one-room rural school will remain with us for a long time to come. Indeed there are some good reasons why it should remain. Where the good rural school exists, whether non-consolidated or consolidated, it should be the center and the soul of rural life in that community—social, economical, and educational.